Trends
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Trends. BALLI: a movement away from traditional views of language learning and teaching. FLCAS: a growing feeling of comfort in the language classroom (decreasing anxiety). LSI: Twice as many Visual Learners as Auditory Learners. Almost no Tactile Learners.

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Trends

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Trends

Trends

  • BALLI: a movement away from traditional views of language learning and teaching.

  • FLCAS: a growing feeling of comfort in the language classroom (decreasing anxiety).

  • LSI: Twice as many Visual Learners as Auditory Learners. Almost no Tactile Learners.

  • SILL: General raised awareness of learning strategies.

  • MIS: Comparable presence of all 9 intelligences, with Intrapersonal strength being the strongest and Interpersonal strength being the weakest.


Trends1

Trends

  • CLE: heightened awareness of the significance of the learning environment.

  • CEQ: heightened awareness of the importance of matching preferred and actual learning environments.

  • Self-Assessment, Confidence: students responded positively.

  • Self-Assessment, Motivation: students responded positively.


Results

Results

  • weekly entries in the journal increased in length over the course of the semester;

  • the number of grammatical inaccuracies decreased without teacher-correction;

  • the individual reflections gained in depth as students became more articulate;

  • topics of the individual reflections became more oriented to language learning (students wrote about whatever they felt to be important to them);

  • there was a noticeable shift in the entries from initial confusion (about the future) and lack of confidence, towards determination to "do my best"; and

  • individual reflections showed encouraging indications of positive attitude change.


Results1

Results

  • The interactive/reflective learner journal was a definite factor in attitude change for a number of reasons:

    • Being both interactive and reflective, the journal gave students a framework in which to discuss issues which had not previously been explored by them in any depth.

    • By allowing students to reflect individually upon whatever they found to be important, and by stressing that there were no "correct" answers, the journal encouraged growth of confidence and self-esteem in students who had previously labeled themselves as poor learners.


Results2

Results

  • By allowing groups to proceed through the journal at their own pace, students were allowed to spend time on issues that they found meaningful.

  • By bringing teaching/learning-related issues to the attention of the students, the journal promoted cooperative exploration of beliefs, leading to positive modification of attitudes to learning.

  • By encouraging students to make individual reflections on a regular basis, without correction by the teacher, the fear of "making mistakes" was disabled, and writing skills were allowed to improve simply through extended practice and occasional peer-feedback.


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